Search

Introduction: Acquiring mathematical concepts is crucial for students' academic achievements, future prospects and overall well-being. This study explores the role of emotions in a symbolic number comparison task and the impact of the use of a tangible tool. Methods: Fifty-nine healthy children aged 6 to 7 years participated in a between-subject study with two conditions for the modality, digital tools vs the use of pen and paper, and two conditions for emotions, positive vs neutral. Results: The study provided evidence that positive emotions can improve task efficiency for pen and paper modality, and the use of the digital tool improves task efficiency with both positive and negative emotions. Discussion: These findings suggest that addressing emotional factors before engaging in a symbolic task can enhance learning and that interactive technology may give a more significant benefit to students with less positive attitudes toward the task. Incorporating effective teaching methodologies that utilize tangible devices within a positive emotional context can foster engagement and achievement in mathematics, optimizing students' learning experiences. [ABSTRACT FROM AUTHOR]

This study developed an automated language learning teaching assessment system based on electroencephalography (EEG) and differential language large models (LLMs), aimed at enhancing language instruction effectiveness by monitoring learners' cognitive states in real time and personalizing teaching content accordingly. Through detailed experimental design, the paper validated the system's application in various teaching tasks. The results indicate that the system exhibited high precision, recall, and accuracy in teaching effectiveness tests. Specifically, the method integrating differential LLMs with the EEG fusion module achieved a precision of 0.96, recall of 0.95, accuracy of 0.96, and an F1-score of 0.95, outperforming other automated teaching models. Additionally, ablation experiments further confirmed the critical role of the EEG fusion module in enhancing teaching quality and accuracy, providing valuable data support and theoretical basis for future improvements in teaching methods and system design. [ABSTRACT FROM AUTHOR]

This study contributes to the growing body of research on the role of crosscutting concepts (CCCs) in three-dimensional teaching and learning by examining the complexity of elementary preservice teachers' (PSTs) knowledge for teaching related to CCCs. The researchers used qualitative methods to analyze PSTs' responses to a questionnaire about CCCs in three-dimensional learning and think-aloud interviews with nine PSTs about this questionnaire. The PSTs' responses suggest patterns and variations in their selection and justification of CCCs in relation to different scientific phenomena. These analyses highlight how different individuals likely see different CCCs as having "exploratory power" for the related phenomena and DCIs. The findings suggest that the knowledge required for effective teaching of CCCs as part of three-dimensional learning is complex and multifaceted. The study provides valuable insights into the strengths and limitations of elementary PSTs' understanding of CCCs and has the implications for supporting three-dimensional learning and teaching. [ABSTRACT FROM AUTHOR]

Since the 2000s, the Joint Action framework in Didactics (JAD) has been developed in the context of the expansion of the French-speaking research in Comparative didactics. Studies carried out with this framework typically investigate how knowledge content develop in teacher-student classroom interactions. From a quite different perspective, classroom research on teaching quality has also developed considerably in recent years. Despite the many efforts to better understand relations between generic versus subject-specific dimensions of teaching, this dichotomy remains strong in the debates on teaching quality. This contribution explores a comparative model for characterizing the quality of teaching practices from the conceptual categories of the Joint Action framework in Didactics (JAD-MTQ). Based on the comparison of teaching and learning practices in two school subjects—physics and contemporary dance—this paper pursues a twofold objective: (1) proposing a provisional set of generic criteria for capturing content-specific dimensions of teaching quality; and (2) highlighting certain methodological conditions for ensuring qualitative analyses of these dimensions of teaching quality. [ABSTRACT FROM AUTHOR]

To enhance the teaching quality (TQ) of English translation (ET) courses, multivariate evaluation methods have garnered significant attention for their ability to identify deficiencies in the teaching process and subsequently improve instructional standards. Traditional evaluation techniques have shown limited effectiveness. Therefore, this paper proposes an ET in multiple teaching quality (MTQ) evaluation method with improved deep learning in internet of things (IoT). First, the paper establishes evaluation indicators for ET in MTQ, which mainly encompass ET teaching effectiveness, pedagogic competency in ET, teaching methods, content, as well as attitudes towards ET teaching. It then utilizes IoT technology to preliminarily collect data on these indicators, and using clustering algorithm based on weighted attributes and density (CABWAD) algorithm to mine data on English teaching MTQ evaluation indicators for ET. The extracted evaluation indicator data is then denoised using a probabilistic undirected graph model. Ultimately, the multilayer perceptron in deep learning is improved through Wolfe line search optimization, and this enhanced multilayer perceptron is employed to construct an ET in MTQ evaluation model. The denoised indicator data is inputted into the model, which then outputs precise MTQ evaluation results. The results show that the absolute value of the average Pearson correlation coefficient of this method is the highest, the Spearman correlation coefficient is the lowest, the mean average precision value is 0.965, and the positive category imbalance degree and the negative category imbalance degree are the lowest, indicating that the proposed method has outstanding performance in all aspects, and has certain application value in the field of TQ evaluation. [ABSTRACT FROM AUTHOR]

Background: Simulation training provides safe environment for skill acquisition and retention. This study addresses a critical challenge in Africa – umbilical cord and placenta management after childbirth – aiming to bridge theoretical learning with practical experiences through simulation. We realized a new low-cost high-fidelity simulator of placenta and umbilical cord. We conducted a needs-based training course for nursing and midwifery students at St. Luke Hospital of Wolisso, Ethiopia, to validate our new simulator and compare its acceptability and teaching effectiveness with other two simulators (conventional low-fidelity model and human placenta). Methods: We surveyed St. Luke Hospital medical experts to obtain their feedback on the new simulator's face, content, and usability. We carried out a simulation training course for 67 students who received theoretical lectures and simulation courses being divided into three groups according to the simulator used. We assessed the simulators' user acceptability using the Technology Acceptance Model (TAM) and compared the final objective evaluations by tutors between groups. Results: Experts confirmed the new simulator's fidelity, material quality, and usability. Students training on the new simulator demonstrated higher objective scores and perceived it as more useful and user-friendly compared to human placenta, while there was no difference between conventional simulator and human placenta in the TAM items. Conclusion: We validated a new high-fidelity simulator developed by the Sant'Anna School of Advanced Studies in Pisa, Italy, using the TAM scale and robust statistical methods, thanks to a successful collaboration with St. Luke's Hospital in a simulation training course where students achieved higher objective scores and perceived the simulator as more useful and easier to use than a real human placenta, suggesting significant educational benefits and potential for future research. [ABSTRACT FROM AUTHOR]

Introduction: To improve clinical teaching skills, feedback on teachers' strengths and weaknesses needs to be reliable, timely, and relevant. To provide timely feedback we undertook development of an analytical dashboard to provide learner feedback to our faculty. As dashboard data displays are limited we performed a modified Delphi (mDelphi) method to determine what feedback would be preferred by our faculty. Methods: Our study was used to develop a group consensus of how our faculty's teaching effectiveness data should be presented on an online electronic dashboard to support their needs. A working group of junior and senior faculty, a resident and fellow were asked to provide topics that provided formative and summative feedback for our faculty. Thirteen topics were identified and these were used in a mDelphi process to choose 4–5 topics which were relevant to faculty and be able to be displayed on a faculty facing dashboard. Two rounds of the mDelphi were performed using faculty experts in education of varying levels of experience. Results: The first round of the mDelphi identified ten topics which were given high priority by our experts and the other three were discarded. In the second and final round four topics were given the highest importance for inclusion on the faculty dashboard. Conclusion: Our study identified 4 high priority topics for a faculty teaching scorecard. This study showed that anesthesiology faculty prefer topics relevant to formative rather than summative assessment with an emphasis on benchmarking to other faculty with the goal of improving teaching effectiveness. [ABSTRACT FROM AUTHOR]

Background: To develop a laparoscopic training course that combines a smartphone application (APP) and virtual reality (VR), and initially evaluate the feasibility and effectiveness of its implementation. Methods: The Exploring Laparoscopy (Ex-Lap) app was developed to meet training demands. The course was designed by integrating the app with a VR simulator (LapSim®) and animal organ perfusion simulators. From January 2021 to December 2023, 91 participants were enrolled in the study and then divided into 5 separate batches to undergo the first stage of the course. The performance of the participants was evaluated by rating scale, the overall Training and Assessment of Basic Laparoscopic Techniques (TABLT) scores, and pass rates. Statistical analyses were conducted using SPSS 26.0, employing Kruskal-Wallis tests, Chi-squared analysis, and Fisher's exact test, depending on the data type. Results: The Staged Training and Assessment of Laparoscopic Skills (STALS) course was developed, consisting of three stages. The overall pass rates for the first stage across the five batches ranged from 85 to 100%, with no significant difference (P = 0.387). No significant differences were found in the scale scores or TABLT scores for the training tasks among students from different batches (all P > 0.05). Conclusions: The STALS course is applicable in residency training, demonstrating satisfactory teaching effectiveness and replicability. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nowadays, colleges and universities focus on the assessment model for considering educational offers, suitable environments, and circumstances for students' growth, as well as the influence of Teaching Quality (TQ) and the applicability of the skills promoted by teaching to life. Teaching excellence is an important evaluation metric at the university level, but it is challenging to determine it accurately due to its wide range of influencing factors. Fuzzy and Deep Learning (DL) approaches must be could to build an assessment model that can precisely measure the teaching qualities to enhance accuracy. Combining fuzzy logic and DL can provide a powerful approach for assessing the influencing factors of college and university teaching effects by implementing the Sequential Intuitionistic Fuzzy (SIF) assisted Long Short-Term Memory (LSTM) model proposed. Sequential Intuitionistic Fuzzy (SIF) can be used sets to assess factors that affect teaching quality to enhance teaching methods and raise the standard of education. LSTM model to create a predictive model that can pinpoint the primary factors that influence teaching quality and forecast outcomes in the future using those influencing factors for academic growth. The enhancement of the SIF-LSTM model for assessing the influencing factors of teaching quality is proved by the accuracy of 98.4%, Mean Square Error (MSE) of 0.028%, Tucker Lewis Index (TLI) measure for all influencing factors and entropy measure of non-membership and membership degree correlation of factors related to quality in teaching by various dimensional measures. The effectiveness of the proposed model is validated by implementing data sources with a set of 60+ teachers' and students' open-ended questionnaire surveys from a university. [ABSTRACT FROM AUTHOR]

Analyzing digital video recordings (DVRs) is an effective instructional strategy for professionally preparing and developing prospective teachers. This study examines the impact of using DVRs among prospective teachers at Al-Qasimi College on their technological pedagogical content knowledge (TPACK) and its seven domains (TK, PK, CK, PCK, TCK, TPK, TPACK). The study was based on a mixed methodology approach, and the study sample included 70 prospective teachers who were distributed into an experimental group and a control group. Data were collected using the TPACK questionnaire and semi-structured interviews with 10 participants. The quantitative and qualitative results showed that prospective teachers in the experimental group significantly and positively impacted TPACK and its seven domains. The results of the study indicated that digital video recordings allowed prospective teachers to reflect and ponder on their teaching skills, content delivery, and the appropriate use of technology and its relevant tools in the educational process to identify strengths for development and weaknesses for improvement. Therefore, the results of the current study provide concrete evidence for the need to use DVRs as a promising educational approach in future professional preparation and to develop prospective teachers' technological pedagogical content knowledge (TPACK). [ABSTRACT FROM AUTHOR]

This study examines the effectiveness of Student Evaluations of Teaching at the University of Peloponnese, which has systematically collected anonymous evaluations since 2015. The analysis focused on participation rates, average scores, and the correlation between student evaluations and their academic performance. Participation rates were notably low, averaging 14.63%, with postgraduate students showing higher rates (27.33%) than undergraduates (10.77%). The average SET scores were moderately high, with postgraduates rating their courses slightly better (M = 4.137) than undergraduates (M = 3.899). A weak positive correlation was found between course grades and evaluations among undergraduates, whereas no significant correlation was observed for postgraduates. These findings highlight challenges in using SETs as reliable measures of teaching effectiveness and suggest the need for improved participation and more comprehensive evaluation methods. The results provide insights into enhancing assessment practices and contribute to the broader discourse on the validity of student evaluations in higher education. [ABSTRACT FROM AUTHOR]

University-teaching quality evaluations are crucial for assessing teachers' effectiveness and enhancing students' learning in classrooms. To improve the evaluation efficiency, this study suggests a creative classroom evaluation approach by using machine vision and pentapartitioned neutrosophic cubic set (PNCS). First, this study uses machine vision technology to establish a PNCS to capture the students' states in classrooms. Second, it proposes four entropy functions to determine the attribute weights. Third, it combines the improved entropy weight functions with the PNCS to evaluate the teaching effectiveness. This study's practical price is to introduce big data theories into teaching evaluation fields. Last, an example is provided to confirm the efficacy and applicability of the evaluation approach suggested in this study. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, we aimed to explore the connection between teacher emotion and self-regulation, the predictive power of teacher emotions on teacher self-regulation, and factors that influence teachers’ emotions. An exploratory sequential design was adopted in the study. Data was gathered from 403 teachers teaching actively in elementary grades in the quantitative dimension. In the qualitative dimension, a focus group interview was held with eight teachers. The Teacher Emotion Questionnaire (TEQ), The Teacher Self-Regulation Scale, and focus group interview questions were used to collect data. The quantitative data was analyzed through correlational analysis and simple linear regression analysis and the qualitative data was analyzed through content analysis. The quantitative findings demonstrated that teachers' pride and love in the profession significantly predicted teacher self-regulation levels; however, predicted only 2% of the variability in teacher self-regulation. The findings from the qualitative dimension seemed to explain why we did not find significant relationships between teacher self-regulation and teacher emotions. Emotions seem to be unrelated to teaching skills. Instead, the teachers attribute the source of their emotions mostly to external factors and individual characteristics to some extent. [ABSTRACT FROM AUTHOR]

Although opportunities for online learning in higher education have increased, variations in the quality of online teaching are likely. Instructors at some institutions might be new to online teaching and/or may lack the necessary supports for creating successful virtual learning environments. Therefore, the purpose of this qualitative study was to identify the most valuable skills faculty need to teach successfully online. Instructors (N = 33) with ten or more years of online teaching experience at a highly ranked institution for online education were interviewed about their online teaching experiences. Participants’ responses to the question, “What skills do you think are most valuable for online instructors to have?” were analyzed using a grounded-theory approach with six major themes emerging. These themes are discussed within existing frameworks that have shaped the conceptualization of online teaching skills, including the Community of Inquiry framework (COI), the faculty readiness framework, and the Technology Acceptance Model. [ABSTRACT FROM AUTHOR]

In the context of globalization, the quality and effectiveness of English education have become increasingly significant. The rapid advancement of information technology has provided a wealth of tools and methods for enhancing English education. However, achieving optimal decision-making in the context of information technology to improve the overall efficiency of English education remains a pressing issue. Network data envelopment analysis (network DEA), an effective performance evaluation tool, systematically analyzes and optimizes complex multi-stage decision processes, thereby providing scientific support for educational decision-making. Although numerous studies have attempted to incorporate information technology into educational decision-making, most methods focus on single-stage processes and lack systematic analysis of the entire decision process. This study constructs and designs a decision process model for mobile English education based on network DEA, systematically analyzing the input-output relationships at each stage and proposing optimization strategies and implementation plans to achieve optimal educational decisions. This study not only addresses the shortcomings of existing methods by providing more comprehensive and scientific decision support but also offers crucial references for educational administrators in formulating and implementing effective teaching strategies in the context of information technology. [ABSTRACT FROM AUTHOR]

The study examined how prospective teachers defined effective teaching, the methods and techniques used by preservice teachers during their teaching practicum and their reasons to use them, and how these instructional techniques fit specific teaching principles. The participants in this study were 18 university seniors registered in the Primary Education Department at a state university. The data for this qualitative study were obtained from an information form completed by participating pre-service teachers, their prepared lesson plans, video recordings of practicum teaching experiences, and observation notes. The collected data were analyzed through descriptive analysis. Findings showed that pre-service teachers often mentioned following a student-centered approach. They emphasized the roles of an effective teacher as using different teaching methods, techniques, and materials, as well as guiding students, making learners more active, and paying attention to students’ individual differences. In terms of students’ roles in effective teaching, they mentioned students should actively participate in class, take responsibility for learning, think critically, and transfer their learning to new situations. It was determined that pre - service teachers had sufficient knowledge of the selection of methods and techniques. Pre-service teachers frequently included the 5E learning cycle model, question-answer, and drama methods in their lessons. In their suggestions, teachers frequently included the 5E learning cycle model, question-answering, and drama methods in their lessons. The findings of the study were that pre-service teachers should be generous in providing feedback to learners while they are teaching their lessons, and courses should be taught with a student-centered approach by using different methods and techniques, as well as being supported with visual elements. Additionally, pre-service teachers should be supported in using the theoretical knowledge they have learned in their courses and extending the period of teaching time within the scope of teaching practicum courses. [ABSTRACT FROM AUTHOR]

With the advancement of artificial intelligence, machine vision offers a novel approach to university teaching quality evaluation (TQE). However, existing studies are often hindered by subjectivity and lack of standardized evaluation methods, which impede accurate assessment of student learning effectiveness. Therefore, this study addresses these limitations by proposing a TQE framework that integrates machine vision with single-valued neutrosophic hesitant fuzzy sets (SVNHFSs). Specifically, the main contributions of this study are as follows. First, this study innovatively employs machine vision to capture student learning behaviors, constructing a classroom behavior matrix that serves as the foundation for evaluation. Second, this study introduces a combined weighting method, leveraging both the entropy weight method and the Criteria Importance Through Inter-Criteria Correlation (CRITIC) weight method, to assign weights to different time-points during the classes. Third, the SVNHFS is utilized to construct a classroom behavior evaluation matrix, and the single-valued neutrosophic hesitant fuzzy weighted average (SVNHFWA) operator is applied for weighting. In addition, the cosine measure is employed to rank time-points based on both ideal and non-ideal solutions, obtaining the optimal and non-optimal learning effectiveness periods. Finally, a case study confirms the effectiveness and feasibility of the proposed model, offering a robust method for evaluating university education quality. [ABSTRACT FROM AUTHOR]

The evaluation of multimedia-based college English teaching aims to assess the impact of multimedia technology on teaching quality and student learning outcomes. With the introduction of multimedia, classroom interactivity is enhanced, and students' interest and engagement are increased. Additionally, multimedia provides more opportunities for self-directed learning, helping students reinforce knowledge outside the classroom. However, the evaluation must focus on the alignment of technology with teaching objectives and whether the use of multimedia truly improves students' language skills and classroom efficiency. The evaluation of smart classroom teaching quality for English majors in universities is a multi-attribute decision-making (MADM) problem. Recently, methods such as the TOPSIS approach have been applied to tackle these challenges. Double-Valued Neutrosophic Sets (DVNSs) are used to represent fuzzy data in the evaluation process. In this study, a Double-Valued Neutrosophic Number TOPSIS (DVNN-TOPSIS) approach is proposed to address MADM problems involving DVNSs. Finally, a numerical case study on the quality evaluation of smart classroom teaching for English majors is provided to demonstrate the effectiveness of the DVNN-TOPSIS approach. [ABSTRACT FROM AUTHOR]

College English holds great importance in Chinese universities as one of the largest, most influential, and highly regarded foundational courses. Despite significant progress in reforming college English teaching (CET), its effectiveness has faced widespread criticism. To ensure and enhance the quality of CET, it is essential to explore the establishment of a quality evaluation mechanism. One such mechanism is the multiple-attribute group decision-making (MAGDM) approach. Recently, the Exponential TODIM (ExpTODIM) and TOPSIS techniques have been employed to address MAGDM challenges. To capture uncertain data during the evaluation process, interval neutrosophic sets (INSs) are administrated as a valuable tool. This study introduces the interval neutrosophic number Exponential TODIM-TOPSIS (INN-ExpTODIM-TOPSIS) approach to address MAGDM using INSs. Eventually, anumerical study for CET quality evaluation is administrated to validate the INN-ExpTODIM-TOPSIS approach for evaluating the quality of CET. [ABSTRACT FROM AUTHOR]

The evaluation of university physical education teaching quality helps measure the actual effectiveness of the courses and ensures the achievement of teaching objectives. Through evaluation, schools can identify deficiencies in teaching and make improvements, enhancing students' physical fitness and health. Additionally, evaluation provides data support for teaching reforms, aiding in curriculum optimization and strengthening faculty, thereby promoting the comprehensive development of physical education and fostering students' lifelong awareness of fitness and healthy lifestyles. The teaching quality evaluation of university physical education adopts the multiple- attribute group decision-making (MAGDM) approach. Currently, cross-entropy (CE) model was constructed to handle the MAGDM. To capture uncertain data for the teaching quality evaluation of university physical education, 2-tuple linguistic neutrosophic numbers (2TLNNs) are administrated as valuable decision tool. This study constructs the 2TLNN cross-entropy (2TLNN-CE) technique, which combines traditional cross-entropy and 2TLNSs. The 2TLNN-CE technique is applied to MAGDM in the context of teaching quality evaluation. Furthermore, numerical example for the teaching quality evaluation of university physical education is presented, and comparative analysis is administrated to validate the advantages of 2TLNN-CE technique. The contributions of this study are summarized:(1) Extension of cross-entropy technique to 2TLNSs, enabling its application in uncertain decision scenarios; (2) Introduction of 2TLNN-CE technique for MAGDM, specifically tailored for teaching quality evaluation; (3) Illustration of 2TLNN-CE technique through numerical example of teaching quality evaluation of university physical education accompanied by comparative analysis to highlight its benefits. [ABSTRACT FROM AUTHOR]

Recognising the pivotal role of effective teaching practices in enhancing student learning outcomes, the National Council of Teachers of Mathematics (NCTM) has outlined a comprehensive framework of key strategies. However, empirical research on these practices remains limited. Therefore, this study aimed to investigate the extent to which mathematics teachers apply NCTM-identified effective teaching practices and examine potential differences attributable to teachers' gender and teaching experience. Adopting a quantitative approach and employing a descriptive survey, the study systematically assessed eight designated practices using a validated observation checklist in the Jazan Education Administration, observing 38 mathematics teachers during routine classes. The results indicated a moderate level of implementation overall, with ten practices demonstrating high application. Statistical analyses found no significant differences in practice implementation based on gender or teaching experience at the .05 level. The limitations included the study's relatively small sample size, potentially limiting generalisability, and the observational nature of the checklist, which may not fully capture nuanced teaching dynamics. Future research could focus on developing training initiatives to enhance educators' application of NCTM-recommended practices and undertake qualitative inquiries to understand barriers to integration and teachers' attitudes towards these practices. Finally, this study contributes to the discourse on effective mathematics teaching by providing empirical insights into current practices and highlighting avenues for further investigation and professional development in educational settings.

The application of educational big data analytics holds significant importance in enhancing decision-making processes for school teaching quality. This study explores the effective utilization of educational big data analytics technologies to support the improvement of teaching quality in schools. Initially, the challenges and needs faced by current school teaching quality decision-making were analyzed, highlighting the critical role of educational big data analytics in this context. Subsequently, the limitations and gaps in existing study were identified through a review of related studies, underscoring the study value of this study. Based on this foundation, this study progresses through an examination of the decision-making factors that influence school teaching quality, problem description and model assumptions, construction of decision models, and model solutions using genetic algorithms. By analyzing key factors and constraints in the decision-making process for school teaching quality and integrating optimization algorithms, a viable decision support model was proposed and empirically analyzed. This study aims to provide a scientific basis for school administrators and decision-makers, thereby promoting continuous improvement in school teaching quality [ABSTRACT FROM AUTHOR]

Background: In the digital era, developing effective teaching methods is crucial due to the challenges of maintaining students' concentration amidst distractions. This study assessed the effects of learning-promoting factors both across group boundaries and within RCT learning groups examined in our previous study on the effectiveness of online versus live teaching. Methods: The participants' experiences in the domains of Concentration, Anticipation, Liking and Desire to reuse were evaluated online immediately after a lesson on diagnosing pediatric respiratory issues implemented either in a Live, Live-stream, Vodcast or Podcast setting. The students rated their experiences on a scale of 1–10 with scores above a median of 8 indicating high experience levels in each factor. Learning was evaluated using a Webropol e-Test immediately and five weeks after the teaching session. The 15-minute test, comprised of 10 multiple-choice questions and real-life video scenarios, measured both theoretical and diagnostic skills. The test score scale ranged from − 26 to 28 points. Results: High concentration was experienced by 70/72 (97.2%) students in the Live, 41/75 (54.7%) students in the Live-stream, 53/72 (73.6%) students in the Vodcast and 36/79 (45.6%) students in the Podcast teaching groups (P < 0.01). High concentration promoted learning the most, resulting in a 1.93 score improvement in the short-term test and a 1.65 score improvement in the long-term test. Among those with high concentration, the average test scores ranged from 21.9 to 23.4, while the range for low concentration was 18.3–20.0. Conclusion: In our study, good concentration promoted higher test scores in comparison with low concentration across all the learning modalities, both in digital and live settings. However, the live teaching modality resulted in the highest levels of concentration. Our results suggest that teachers should use various teaching modalities and utilize related special features to engage learners and maintain their concentration. [ABSTRACT FROM AUTHOR]

Objective: In the surgery-focused field of obstetrics and gynecology (OB-GYN), the development of residents' skills is paramount. This study aims to evaluate the impact of an enhanced Peyton Four-Step Teaching Model on the foundational skill training of first-year OB-GYN residents. Methods: Utilizing a cohort study design, we assessed 116 first-year residents from the OB-GYN residency program at Shengjing Hospital of China Medical University from June 2021 to June 2023. The 57 residents beginning their training in 2022 were part of the Refined Peyton (RP) group, introduced to the RP method; the 59 residents from 2021 served as the Traditional Teaching-mode (TTM) group, receiving conventional simulation-based instruction. Teaching effectiveness was assessed by comparing theoretical knowledge and skill performance assessments, National Medical Licensing Examination (NMLE) pass rates, direct observation of procedural skills (DOPS) one year post-training, and survey feedback. Results: The theoretical knowledge scores for both groups were comparable at 78.78 ± 4.08 and 78.70 ± 3.83, with no significant difference (P = 0.76). However, the experimental group demonstrated superior performance in skill operation assessments, first-time NMLE pass rates, and DOPS evaluations one year after training [(77.05 ± 5.39) vs. (84.60 ± 5.65), 100.0% (57/57) vs. 86.4% (51/59), and (75.22 ± 3.56) vs. (82.54 ± 3.43)], as well as higher teaching satisfaction scores [(4.63 ± 0.46) vs. (3.92 ± 0.62)], with all differences being statistically significant (P < 0.05). Conclusion: The refined Peyton Four-Step Teaching Model significantly improves the immediate acquisition and long-term retention of clinical basic skills among OB-GYN residents, enhancing both teaching efficacy and resident satisfaction. [ABSTRACT FROM AUTHOR]

Background Residents and fellows as educators (RFAE) programs typically focus on clinical teaching skills in single departments, which may not be sustainable for those with limited trainees or faculty. Objective To determine the feasibility and value of a 2-week interdepartmental RFAE elective for advanced teaching skill development and transition to practice as clinician educators. Methods Facilitated discussion, simulation, and critiqued peer presentations developed participants' skills in teaching, curriculum design, professional development, and scholarship. Assessments in this prospective intervention included 2 self-reported surveys addressing: (1) teaching process and motivation (Conceptions of Learning and Teaching [COLT]), and (2) skills and attitudes. We administered both surveys at baseline, immediate-post, and 3-month-post elective with data compared across time points using Kruskal-Wallis tests. Program evaluation comprised daily open-ended surveys on engagement and an end-of-course feedback survey. Results There were 79 participants from 2019 to 2023. Survey response rates were 84.8% (67 of 79) at baseline, 58.2% (46 of 79) immediate-post, and 51.9% (41 of 79) 3-month-post. Most participants were residents (89.9%, 71 of 79), female (60.8%, 48 of 79), from pediatrics and/or medicine departments (77.2%, 61 of 79), and in their final year of training (77.2%, 61 of 79). COLT factor orientation to professional practice scores increased in the immediate-post (3.3) compared to baseline (2.5) surveys (P=.008). Teaching skills attitudes scores increased for all questions in 3-month-post compared to baseline surveys. In open-ended questions, participants emphasized the importance of professional development sessions in guiding their careers toward medical education. Conclusions This interdepartmental elective was feasible, favorably received, and sustained over time, with observed changes in participants' teaching skills attitudes. [ABSTRACT FROM AUTHOR]

Clinical skills laboratories are educational facilities that have the potential benefit for undergraduate and postgraduate medical students and medical staff. They provide a safe and protected environment in which the learner can practice clinical skills before using them in real clinical settings. These skills laboratories help to ensure that all students acquire the necessary techniques and are properly assessed before practicing on real patients. In addition, they support the acquisition, maintenance and enhancement of the clinical skills of students in the healthcare profession. Teaching skills in skill lab require a standardized module for each skill that can be applied to all the students universally. The study was started with the aim to solve a problem that has arisen as National Medical Council (NMC) has announced implementation of Competency based medical education (CBME) a new syllabus for medical education from 2019 MBBS batch that includes skill teaching. Faculty in various Medical colleges is not trained in developing modules and teaching skills to students in skill lab. There are no standardized teaching modules for skills training in skill laboratories. As part of the project we decided to develop modules for the two competencies to be taught in the skill lab for the subject Otorhinolaryngology i.e. Otoscopy and Anterior Nasal packing; NMC guidelines being the benchmark in developing these modules. Later modules were also to be implemented on sample students to get a feedback on the structure of the module for further improvement. These modules developed as part of the project will help as a baseline tool for developing other modules in different subjects by various Institutes. [ABSTRACT FROM AUTHOR]

Peer collaboration benefits second language (L2) learning and is a cornerstone of effective classroom instruction. It is, therefore, essential for teachers to consider how tasks work to promote peer collaboration and thus maximize learning. These considerations concern the task type, a task's inherent characteristics, and possible ways of task implementation to achieve peer collaboration. The body of research within the Task-based language teaching (TBLT) framework has shown that task-based instruction provides an optimal environment for second language acquisition. However, with regard to young learners (YLs), children from 5 to 12 years of age, the role of tasks in fostering peer collaboration in FL classrooms is not clear-cut. Grounded in research on task-based peer interaction among YLs, this article outlines how tasks enhance peer collaboration in foreign language (FL) classrooms. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Gestión de las Personas y Tecnologías is the property of Revista Electronica Gestion de las Personas y Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper aims to comprehensively assess the effectiveness of generative learning strategies (GLS) using mobile learning technologies (MLT) in higher education, based on a quasi-experiment and quantitative and qualitative analysis. Methods included concept mapping, round table discussions, monitoring, computer testing, and statistical analysis. GLS with MLT demonstrated enhanced performance in Practical Ukrainian and English Language Courses. MLT-based GLS optimized teacher workload by reducing assignment checking time. Respondents rated MLT-based GLS for Ukrainian/English at 7.8/10. Effective methods included self-review, text correction, and concept mapping. The study validates MLT-based GLS in higher education, improving student performance and easing teacher tasks. Further research is planned for literature studies. [ABSTRACT FROM AUTHOR]

The new normal era allowed learning at IT vocational schools to be carried out directly (synchronously) through online meeting platforms and indirectly (asynchronously) through email, WhatsApp groups, and learning management system (LMS). However, the reality showed that not all synchronous and asynchronous learning implementations were effective. Based on these problems, it was necessary to evaluate and used an appropriate evaluation model. A breakthrough was used, namely the Amalgamation evaluation model based on the modification of the weighted product with the Provus and Alkin models in view of the Rwa Bhineda concept. The purpose of this research was to show the Amalgamation evaluation model design based on weighted product modification with the Provus and Alkin models in view of the Rwa Bhineda concept as the basis for determining the dominant indicators that need to be maintained for the synchronous-asynchronous learning effectiveness. This research used a development approach that focused on the design, initial trial, and initial trial revision. The analysis of this study results used a quantitative descriptive technique, namely the percentage descriptive calculation. This research results showed the evaluation model design was good categorized as evidenced by the average percentage of effectiveness was 88.67%. The emerging significance and value of this research results was the existence of innovation in the educational evaluation field, which makes it easier for evaluators to determine the dominant indicators that need to be maintained in supporting the effectiveness of synchronous-asynchronous learning implementation in IT vocational schools generally, and specifically in IT vocational schools in Bali. [ABSTRACT FROM AUTHOR]

No qualms, international student mobility has become a source of income for countries around the world. International students become more mobile, contributing to the university’s growth and diversity. It has also created competition by making higher institutions around the world develop strategies to attract them. This study explores the factors that lead to satisfaction among international students and the item indicator. This study is quantitative in nature, using a survey to collect the data. The population consists of international students from Asia, Africa, Europe, and Latin America at the leading Islamic universities in Malaysia. A total of 211 international students participated in the study. Ruffola Noel Levitz’s student satisfaction inventory, 2017 was used as an instrument, and a measurement model from SEM was applied to analyze the data. From the measurement model results, student-centeredness was ranked as the leading factor influencing international student satisfaction; followed instructional effectiveness. The main prediction or leading factor to improve international student satisfaction is to ensure international students’ positive feelings of self-belonging in Islamic universities in Malaysia. Improving instruction and service are also suggested to meet international student expectations and satisfaction. However, there is a scarcity of research conducted or published about Islamic universities worldwide, making Islamic universities neglected and difficult to find literature about. [ABSTRACT FROM AUTHOR]

Many studies have examined how written corrective feedback (WCF) can raise English as a foreign language (EFL) students’ understanding of language concepts. However, not much is known about how students’ perceptions and preferences could influence the effects of WCF. This study examined how Secondary School Certificate (SSC) students and teachers in Pakistan International School, Saudi Arabia, felt about WCF in writing classes. It aimed to identify the WCF aspects of the target language the students preferred. A questionnaire survey was distributed to 30 SSC-level EFL students and 10 teachers at the school who participated voluntarily in the study. The findings revealed that the students had sympathetic perspectives despite having preferences for WCF. They mainly believed that WCF might help them enhance their language knowledge and writing abilities. Through WCF, they learned what to avoid and how to write better. The teachers also found WCF helpful in enhancing the basic understanding of the target language. The findings showed that the students and teachers believed direct WCF to be the most effective technique for improving the former’s writing abilities, followed by indirect strategies such as underlining errors or providing codes. The research was considered relevant and pertinent as it addressed diverse aspects of WCF. [ABSTRACT FROM AUTHOR]

Background: The key step in evaluating the quality of clinical nursing practice education lies in establishing a scientific, objective, and feasible index system. Current assessments of clinical teaching typically measure hospital learning environments, classroom teaching, teaching competency, or the internship quality of nursing students. As a result, clinical evaluations are often insufficient to provide focused feedback, guide faculty development, or identify specific areas for clinical teachers to implement change and improvement. Therefore, the purpose of our study was to to construct a scientific, systematic, and clinically applicable evaluation index system of clinical nursing practice teaching quality and determine each indicator's weight to provide references for the scientific and objective evaluation of clinical nursing practice teaching quality. Methods: Based on the "Structure-Process-Outcome" theoretical model, a literature review and Delphi surveys were conducted to establish the evaluation index system of clinical nursing practice teaching quality. Analytic Hierarchy Process (AHP) was employed to determine the weight of each indicator. Results: The effective response rate for the two rounds of expert surveys was 100%. The expert authority coefficients were 0.961 and 0.975, respectively. The coefficient of variation for the indicators at each level ranged from 0 to 0.25 and 0 to 0.21, and the Kendall harmony coefficients were 0.209 and 0.135, respectively, with statistically significant differences (P < 0.001). The final established index system included 3 first-level, 10 second-level, and 29 third-level indicators. According to the weights computed by the AHP, first-level indicators were ranked as "Process quality" (39.81%), "Structure quality" (36.67%), and "Outcome quality" (23.52%). Among the secondary indicators, experts paid the most attention to "Teaching staff" (23.68%), "Implementation of teaching rules and regulations (14.14%), and "Teaching plans" (13.20%). The top three third-level indicators were "Level of teaching staff" (12.62%), "Structure of teaching staff" (11.06%), and "Implementation of the management system for teaching objects" (7.54%). Conclusion: The constructed evaluation index system of clinical nursing practice teaching quality is scientific and reliable, with reasonable weight. The managers' focus has shifted from outcome-oriented to process-oriented approaches, and more focus on teaching team construction, teaching regulations implementation, and teaching design is needed to improve clinical teaching quality. [ABSTRACT FROM AUTHOR]

Copyright of Science & Technology of Food Industry is the property of Science & Technology of Food Industry Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: This study aimed to examine the mediating role of readiness for hospital discharge (RHD) and stoma self-efficacy (SSE) in the relationship between quality of discharge teaching (QDT) and health-related quality of life (HRQOL) in colorectal cancer patients with temporary enterostomy, and the gender difference of mediating effect. Background: It is not clear how RHD, QDT, SSE and HRQOL interact in colorectal cancer patients with temporary enterostomy. Methods: This was a prospective follow-up survey. 221 colorectal cancer patients with temporary enterostomy were conveniently recruited from a general hospital in Southeast China. The Quality of Discharge Teaching Scale, Readiness for Hospital Discharge Scale, Stoma Self-Efficacy Scale, and Stoma Quality of Life Scale were used to collect data. Pearson's correlation and structural equation models were used to analyze the data. SPSS 26.0 and Amos 28.0 software were used for analysis the collected data. Results: Regarding the relationship of QDT and HRQOL, only QDT-T had a direct effect among colorectal cancer patients with stomas (b = 0.233, P<0.001, percentile 95% CI = [0.145, 0.314]). However, both QDT-T and QDT-R can predict HRQOL indirectly through three paths: (1) the mediating role of SSE (b = 0.050, P = 0.009, percentile 95% CI = [0.013, 0.098]; b = 0.077, P = 0.008, percentile 95% CI = [0.021, 0.164]), (2) the mediating role of RHD (b = 0.044, P = 0.004, percentile 95% CI = [0.014, 0.085]; b = 0.044, P = 0.005, percentile 95% CI = [0.010, 0.102]), and (3) the chain mediating role of SSE and RHD (b = 0.030, P = 0.003, percentile 95% CI = [0.011, 0.059]; b = 0.047, P = 0.003, percentile 95% CI = [0.015, 0.103]). The similar chain mediating effect in male stoma patients was also found (b = 0.041, P = 0.002, percentile 95% CI = [0.016, 0.080]; b = 0.046, P = 0.004, percentile 95% CI = [0.011, 0.114]). Conclusions: Stoma self-efficacy and readiness for hospital discharge played important intermediary roles in the relationship between quality of discharge teaching and health-related quality of life in colorectal cancer patients with stomas. Health care providers can design SSE-enhancing and RHD-enhancing discharge planning for colorectal cancer patients with temporary enterostomies. [ABSTRACT FROM AUTHOR]

Background: Faculty development programs can bring about both individual and organizational capacity development by enhancing individuals' attitudes, values, and skillsto enable them to implement organizational change. Understanding how faculty development programs produce capacity development, and the influencing factors, requires further understanding. This study aimed to explore the perceptions of the participants of a faculty development program about the capacity development features of the program and the influencing factors. Methods: A sequential explanatory mixed methods design was used. Faculty members were surveyed about their perspectives on capacity development of faculty development. Subsequently, 22 interviews were conducted with the respondents to deepem understanding of the survey results. Interview transcripts underwent conventional content analysis. Results: A total of 203 completed the questionnaire. Most of the faculty highly agreed that the faculty development programs had produced capacity development. The combined data identified (a) "quality of faculty development programs", underscoring the significance of robust and comprehensive initiatives, (b) "development in instruction", emphasizing the importance of continuous improvement in pedagogical approaches (c) "development in professionalism", highlighting the necessity for cultivating a culture of professionalism among faculty members, (d) "development in attitude towards education", emphasizing the role of mindset in fostering effective teaching practices, and (e) "supporting faculty development programs", with fostering organizational growth and innovation. Important barriers and facilitators of the capacity development process included several organizational, interpersonal, and individual factors. Conclusion: The study identified specific features of the capacity development process in the context of a faculty development program and highlighted the importance of these programs in producing changes in both individuals and within the wider organizational system. Several factors that enabled and constrained the capacity development process were also identified. The findings of the study can inform future implementation of faculty development programs for capacity development. [ABSTRACT FROM AUTHOR]

As the cradle of talent training, higher education reflects the core indicators of its teaching quality as students' academic achievements. However, the research on the factors influencing the academic achievement of college students is very limited. To elucidate the impact of achievement goal orientation (AGO) on academic achievement (AA), this study developed a regulatory mediation model through computer-based data analysis. The model emphasized the intermediary role of college students' learning engagement (LE) and examines the mediating effect of psychological capital (PC) in this relationship. The results showed that, achievement goal orientation could significantly predict academic achievement; the learning engagement mediated the effcet of achievement goal orientation on academic achievement; Psychological capital moderated the direct predictive effect of achievement goal orientation on academic achievement moderated by psychological capital; Psychological capital moderates the effect of achievement goal orientation on learning engagement. And the moderated intermediary model has certain enlightenment on how colleges and universities can promote college students to achieve academic achievement through education management. [ABSTRACT FROM AUTHOR]

With the rapid development of Internet information technology, online teaching has become the new normal behavior of school teaching. In order to ensure and improve the quality of online teaching, we comprehensively analyze the elements of various dimensions of online teaching, and establish an index system from three dimensions of teacher teaching, student learning and online resources. The teaching quality evaluation model determines the corresponding evaluation level according to the maximum membership degree of the fuzzy evaluation vector. The results show that the evaluation method can comprehensively consider various factors affecting online teaching, and the evaluation results are objective and reliable. [ABSTRACT FROM AUTHOR]

In practical decision-making problems, the different reliability levels of decision-makers in their evaluation information are usually ignored by most existing decision-making methods. Then, a neutrosophic Z-number (NZN) is a powerful model for simultaneously describing the restraint and associated reliability of evaluation information in view of truth, indeterminacy, and falsity Z-numbers. This paper first proposed a logarithmic similarity measure (LSM) of NZN sets, which is more flexible and can change its measure result by adjusting the exponential parameters of the restraint and reliability. Then, a multi-attribute decision-making approach is developed based on the presented LSM of NZN sets, and its applicability and flexibility are further illustrated by a case study of undergraduate teaching quality assessment. [ABSTRACT FROM AUTHOR]

Online teaching was adopted in Hong Kong and many other places worldwide due to lockdown policies during the COVID-19 pandemic. This research explores the effectiveness of kindergarten students' online learning as measured by parents' reports of their child's satisfaction with learning, engagement in learning, effective teaching strategies, and an environment conducive to online learning. Parents of 392 students from 40 randomly selected kindergartens in Hong Kong completed questionnaires in March 2022, a few months after the end of online teaching. A questionnaire was designed for this study, with reliability and validity supported by Confirmatory Factor Analysis (CFA). Structural Equation Modeling (SEM) was used to test hypotheses. The findings show that effective teaching strategies and an environment conducive to online learning positively affected student learning. It can cast light on the issue of whether online teaching is suitable for kindergarten students, the appropriate teaching strategies, and the kind of learning environment needed to enhance online learning processes and outcomes. [ABSTRACT FROM AUTHOR]

Background: The online-to-offline (O2O) teaching method is recognized as a new educational model that integrates network learning into offline classroom education, while problem-based learning (PBL) is a teaching modality that guides students to apply acquired theoretical knowledge to solve practical problems. However, implementing O2O combined with PBL has not been extensively explored in nephrology residency training. This study aims to explore the efficacy of O2O combined with PBL in the standardized residency training of nephrology by comparing it with the traditional lecture-based teaching (LBT). Methods: Sixty residency trainees who participated in the standardized training of internal medicine in the nephrology department of the Second Affiliated Hospital of Zhejiang University School of Medicine were equally allocated into O2O combined with PBL (O2O/PBL) or the LBT group demographically matched. Examinations of theory, practice skills, clinical thinking and teaching satisfaction surveys were utilized to assess the teaching effects of the two groups. Results: Participants from the O2O/PBL group outperformed those from the LBT group in the examination of theory (81.233 ± 9.156 vs. 75.800 ± 7.009, mean ± SEM), practice skills (104.433 ± 3.569 vs.100.316 ± 4.628, mean ± SEM) and clinical thinking (88.933 ± 4.473 vs. 86.667 ± 3.844, mean ± SEM). There was no significant difference in the teaching satisfaction between the two groups. Conclusion: The current study shows the positive impact of O2O combined with PBL approach on standardized residency training in nephrology without reducing teaching satisfaction. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the context of informatization, online teaching is increasingly favored by people for its convenience and resource richness. Through the Open CourseWar (MOOC) platform, people can easily access learning resources and achieve efficient line length learning. However, currently MOOC online learning cannot provide targeted evaluation for the learning effectiveness of English learners, and there is relatively little research on online English quality assessment. Propose an intelligent MOOC online English teaching evaluation technology. Firstly, analyze the existing English teaching factors and construct a quality evaluation system for online English teaching using Principal Component Analysis (PCA) and expert evaluation method. Considering that the quality of English teaching is influenced by many factors, the evaluation of English teaching quality belongs to a complex nonlinear solving problem. Therefore, the advanced GA-RBF (Genetic Algorithm Radial Basis Function Neural Network, GA-RBF) model is adopted to solve the English teaching quality evaluation model. In teaching quality evaluation, BP and RBF are selected to participate in comparative testing of teaching quality evaluation. In the training loss test of multiple models, the GA-RBF model has the best convergence speed and training performance in the oral sample test, tends to converge after 270 iterations, with a loss value of 0.24. In the evaluation of English proficiency indicators, the BP model has a significant error in testing, with an error of 13 in the evaluation of reading ability scores. The error of RBF in reading ability score evaluation is 4, and the GA-RBF model performs the best. The reading ability evaluation error is 1, and the overall evaluation performance is the best. Through the above research, an intelligent method for evaluating the quality of English teaching is proposed, which will provide important technical references for MOOC online education evaluation and English teaching improvement. [ABSTRACT FROM AUTHOR]

Copyright of Die Deutsche Schule is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)